Yes.

MEG is grounded in extensive research on student learning, the future of work, and best practices from other states and countries. A full research summary is available in Why Michigan Needs the Michigan Education Guarantee.

Yes and no.

While the MMC technically allows flexibility, most districts don’t implement it that way. Two major reasons:

• Misunderstanding of requirements: Many educators still believe the law requires specific course titles instead of focusing on learning goals.

• Structural barriers: Funding rules (pupil accounting) and teacher certification systems reinforce a rigid “seat‑time” model, even when the law doesn’t require it.

The MEG is different:

• It centers career‑focused learning for every student, not just those in CTE programs.

• It aligns graduation expectations with how students actually learn and how modern career pathways unfold.

No.

In fact, the MEG is designed specifically to raise rigor and opportunity for all students.

Key guardrails include:

• Annual parent/guardian review of each student’s Education Development Plan.

• State monitoring of outcomes, with annual reviews by the Graduation Standard Oversight Committee.

• A full evaluation every five years to identify inequities and fix them.

Unlike the current system—where rigor varies widely by district—the MEG builds transparency and equity into the structure itself.

Yes.

Some things are working, such as the MMC’s effort to raise academic expectations. But small adjustments aren’t enough.

Challenges with the current system:

• A diploma mostly certifies seat time, not mastery of skills.

• Schools are locked into outdated models because of accounting and certification rules.

• Career-connected learning is not guaranteed for all students.

The MEG keeps what works, removes what doesn’t, and creates a system that prepares every student for a rapidly changing world.

You’re right—this cannot succeed without both.

The MEG:

• Sets the statewide vision and expectations for graduation.

• Requires transparency, data monitoring, and evaluation.

• Establishes the foundation for aligning funding, accountability, and assessment through accompanying legislation and budget decisions.

Launch Michigan views this as a recipe, not a menu—the pieces must work together.

The FLC represents superintendent leaders already shifting toward more personalized, competency-based learning. Their experience and lessons helped shape the MEG from the start. They are early adopters demonstrating what these ideas look like in real classrooms.

These details are being actively developed with partners across K–12, higher education, workforce sectors, and state leadership. More FAQs will be added as that work continues.